Norris M1, John H2, Williams A1, Walker S2
1Brunel University London, Physiotherapy, Uxbridge, United Kingdom, 2St George's, University of London and Kingston University, London, United Kingdom
Background: Previous research has demonstrated that attainment inequalities may exist in pre-registration physiotherapy education. However, large scale multi-site studies are limited and potential explanatory factors are underexplored. Furthermore, research to date has rarely included contributions from students themselves.
Purpose: The aims of this suite of studies were to 1. Examine student attainment in a large sample of pre-registration physiotherapy students in the South East UK. 2. Identify patterns in attainment (assessment level and overall degree award) related to student characteristics. 3. Explore the experiences and understandings of students who represent demographic groups with lower attainment.
Methods: To achieve aims 1 and 2, a retrospective multisite cohort study was undertaken. Anonymised demographic information and outcomes at individual assessment and degree classification level were included. Bayesian regression models and logistic regression were undertaken to examine the association of student characteristics and outcome. Aim 3 involved a qualitative approach. Eight focus groups across two HEI's were undertaken with students from BME backgrounds or with a confirmed disability. All focus groups were audio-recorded, transcribed verbatim and data analysed thematically. Approaches to enhance rigour were adopted throughout.
Results: Data from 1851 pre-registration students from four institutions were included in the cohort study. Analysis indicated that students from BME backgrounds had greater odds for lower overall attainment (Black OR:3.35, Asian OR:3.97). Assessment scores for students with learning disabilities were also lower even following adjustment (-5%, 95% CI:-9.0 to -1.7). The qualitative arm included30 students (16 BME, 14 disability) who participated in the focus groups. Themes derived from the qualitative data demonstrate a range of challenges students face while at the university and on clinical placement. These occur at individual (e.g. micro-aggressions and disempowerment), institutional (e.g. inaccessible learning environments and biased assessment practices) and societal level (e.g. stereotyping and ignorance) and highlight both the complexity of addressing attainment gaps, but also the potential role educationalists and their institutions can play in that attempt.
Conclusion(s): Student characteristics are related to attainment gaps in pre-registration physiotherapy. Students from BME backgrounds and those with a diagnosed disability have identified numerous practices and approaches in education which directly or indirectly hinder their success. These insights should support the development of approaches to redress the current imbalance.
Implications: Addressing attainment inequalities in physiotherapy pre-registration education is essential and requires a collaborative approach with educators, practitioners and students. Student explorations suggest various physiotherapy specific pedagogic practices that can be adopted in the classroom and practice setting so that students feel included and enabled.
Keywords: Physiotherapy education, Attainment, INequality
Funding acknowledgements: Funding was received from Health Education England North West London
Purpose: The aims of this suite of studies were to 1. Examine student attainment in a large sample of pre-registration physiotherapy students in the South East UK. 2. Identify patterns in attainment (assessment level and overall degree award) related to student characteristics. 3. Explore the experiences and understandings of students who represent demographic groups with lower attainment.
Methods: To achieve aims 1 and 2, a retrospective multisite cohort study was undertaken. Anonymised demographic information and outcomes at individual assessment and degree classification level were included. Bayesian regression models and logistic regression were undertaken to examine the association of student characteristics and outcome. Aim 3 involved a qualitative approach. Eight focus groups across two HEI's were undertaken with students from BME backgrounds or with a confirmed disability. All focus groups were audio-recorded, transcribed verbatim and data analysed thematically. Approaches to enhance rigour were adopted throughout.
Results: Data from 1851 pre-registration students from four institutions were included in the cohort study. Analysis indicated that students from BME backgrounds had greater odds for lower overall attainment (Black OR:3.35, Asian OR:3.97). Assessment scores for students with learning disabilities were also lower even following adjustment (-5%, 95% CI:-9.0 to -1.7). The qualitative arm included30 students (16 BME, 14 disability) who participated in the focus groups. Themes derived from the qualitative data demonstrate a range of challenges students face while at the university and on clinical placement. These occur at individual (e.g. micro-aggressions and disempowerment), institutional (e.g. inaccessible learning environments and biased assessment practices) and societal level (e.g. stereotyping and ignorance) and highlight both the complexity of addressing attainment gaps, but also the potential role educationalists and their institutions can play in that attempt.
Conclusion(s): Student characteristics are related to attainment gaps in pre-registration physiotherapy. Students from BME backgrounds and those with a diagnosed disability have identified numerous practices and approaches in education which directly or indirectly hinder their success. These insights should support the development of approaches to redress the current imbalance.
Implications: Addressing attainment inequalities in physiotherapy pre-registration education is essential and requires a collaborative approach with educators, practitioners and students. Student explorations suggest various physiotherapy specific pedagogic practices that can be adopted in the classroom and practice setting so that students feel included and enabled.
Keywords: Physiotherapy education, Attainment, INequality
Funding acknowledgements: Funding was received from Health Education England North West London
Topic: Education; Education: methods of teaching & learning
Ethics approval required: Yes
Institution: Brunel University London
Ethics committee: College of Health and Life Sciences
Ethics number: 15/05/STF/37 and 8709-MHR-Jan/2018- 10988-2
All authors, affiliations and abstracts have been published as submitted.
